Abstract
This paper examines translanguaging interactions in the multilingual area of the Vaupés, northwest Amazonia. After providing a brief overview of the Vaupés’ multilingual landscape-highlighting its social and linguistic diversity, as well as its distinct identities- we present evidence of multilingual interactions collected during fieldwork using ethnographic and linguistic documentation methods. This data is further illustrated through comments on grammatical aspects and unique linguistic features of certain local languages, showcasing how these languages differ from Spanish, the vehicular language used in the formal education of indigenous populations. Our discussion is framed within the context of epistemic injustice and education, emphasizing the importance of incorporating indigenous epistemologies and ecouraging the pedagogical use of translanguaging practices in educational settings. We argue that the traditional model of ‘castellanización’ (or ‘Spanish-ization’) offered by the Colombian State to school programs in the Vaupés, invisibilizes (if not, negates) the cultural, social and spiritual particularities of indigenous individuals and societies in the area. Furthermore, this educational Spanish-ization model fails to acknowledge the structural linguistic complexities and the linguistic interactions (translanguaging) embedded in everyday life, resulting in social and cognitive disadvantages in the student population.
Funding source: Universidad de Antioquia
Award Identifier / Grant number: 2022-48950
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Articles in the same Issue
- Frontmatter
- Review Article
- The application of social network analysis in applied linguistics research: a systematic review
- Research Articles
- The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
- Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
- Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
- Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
- Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
- Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
- Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
- The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
- Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
- Playing with funds of difficult knowledge: interactional insights for heritage language education
- Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
- Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
- Translingual practices for critical language awareness in English as an additional language writing education
- Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
- Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
- The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
- Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement
Articles in the same Issue
- Frontmatter
- Review Article
- The application of social network analysis in applied linguistics research: a systematic review
- Research Articles
- The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
- Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
- Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
- Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
- Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
- Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
- Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
- The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
- Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
- Playing with funds of difficult knowledge: interactional insights for heritage language education
- Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
- Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
- Translingual practices for critical language awareness in English as an additional language writing education
- Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
- Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
- The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
- Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement